Educational toy number stacking blocks

ABSTRACT

The present invention includes a set of stacking blocks designed to resemble the Arabic numerals 1-10. Each number block is height proportional to its value, and they can be stacked vertically. This feature allows students to see the relationship between numbers, and discover math concepts as they stack or play.

CROSS-REFERENCE TO RELATED APPLICATIONS

This Application is a Continuation of U.S. Non-Provisonal applicationSer. No. 14/202,002 filed Mar. 10, 2014 of the same title as the instantApplication which claims the benefit of the provisional patentapplication No. 61/801,767, filed Mar. 15, 2013

FIELD OF THE INVENTION

The present invention relates to educational toys and particularly to amanipulative aid for teaching arithmetic concepts. More particular, thepresent invention relates to teaching arithmetic through repetitive playusing vertically stackable, toy building blocks, in the shape of numbersthat are scaled according to their height value.

BACKGROUND OF THE INVENTION

Many previous inventions, whether teaching numerical values throughelongated blocks or scaling numbers in relation to their value, requireusers to do the work of associating measurements to their respectivesymbols (usually painted on the front), or they simply lack theinterconnectivity to provide long lasting engagement.

U.S. Pat. No. 3,934,357 to Couvillion and titled: TEACHING METHOD ANDAPPARATUS, teaches arithmetic using numeric cutouts that scale in heightaccording to their numeric value. While this design succeeds in makingnumeric values more clear through size representations, the cutouts donot stack one atop the other so that each number is discernable.

U.S. Pat. No. 4,382,794 to Preus and titled: INSTRUCTIONAL AID, isintended to teach basic arithmetic using blocks in the shape of numericsymbols, that have a width value proportional to each numberrepresented; e.g., the “2 block” is twice the width of the “1 block.”While this design is capable of continuously stacking numeric figures ontop of one another, because the value representative of the numeral islocated on a separate visual plane than the symbol, it is difficult tomake the intended key memory associations, or see and aprehend thoseassociations when multiple numbers are stacked on top of one another, asthe topmost numeric symbols obscure the other symbols. Both Couvillionand Preus offer limited configurations and limited aggregate morphology.

Other patents such as U.S. Pat. No. 4,430,825 and U.S. Pat. No.3,918,178 describe inventions that contain the numeric symbols in toyform, but fail to show both critical relationships between numericsymbols and provide a toy that has lasting replay value.

It would be desirable to provide a heavily kinesthetic dependent meansfor learning number relationships in the form of a stacking numbers toy.

It would be especially desirable to provide educational number blockswhereby the various base-ten numerals may be vertically stacked whilemaintaining the visibility of the represented number so that comparisonsof values may be made by a student while at play.

OBJECTS AND ADVANTAGES OF THE INVENTION

In learning skills that require a lengthy duration to master,kinesthetic learning is only as powerful as the frequency with which itis used. The present invention not only allows the number blocks to bestacked vertically so that students can work with larger math problems,but the blocks stack from many different angles to provide kids with anengaging toy that they will manipulate and enjoy for hours on end. Bybeing visually engaging and functionally instructive, the presentinvention provides a means for learning numbers and basic concepts coreto mathematics wherein blocks representing numbers and their relativevalues are used for stacking and building. Elements of the presentinvention encourage students to vertically stack and build a greatvariety of toy architectural structures. Through the repetition ofstacking each number block, students learn to associate each representednumber and its relative value in relation to the other number blocks.These associations intuitively reinforce understanding of the base-tenconcept and other essential number combinations during play. Blockheight directly corresponds to respective number value, making criticalnumber associations easily apparent when viewing the numbers. Not onlydo these aided associations help accelerate the learning of basic numbersense, but the stackable design allows users to engage in learning mathconcepts that span into the more complex realm of fractions, division,percentages. In addition to accelerating the users learning of numbersense and basic mathematics, the blocks serve as a powerful visual aidin all forms of arithmetic. Coupled with the design are a series ofsymbols, including addition, subtraction, multiplication, division,percentages, greater-than, less-than, not-equals, and decimal points alldesigned in a style unique to this invention. Through repetition andcreative exploration the present invention engages students for a timeduration necessary to learn basic number relationships, the base-tenconcept, and is an engaging visual instruction tool for parent andteacher alike.

SUMMARY

The present invention utilizes the basic numbers zero through ten. Abuilding block is created for each number. With the exception of a zeroblock having a purely aesthetic shape and size that isnonrepresentational of its value, the number blocks are constructed withspecific heights that are relative to one another. The base unit lengthis derived from the number 1 block which is most often stacked on itsside. Accordingly, the base unit length is taken from the width of thenumber 1 block rather than its height. Each building block has a heightin the foregoing base units corresponding to the respective number itrepresents; e.g., (2=2 units high (height of two “1 s”), 3=3 unitshigh). With the exception of the number 1 block, each block is designedto represent its respective number when stacked vertically allowing theperson stacking the blocks to associate the respective numeric symbolwith its height value. In this way, learning the base-ten concept, keynumber combinations, and even basic addition and subtraction becomeintuitive by merely building with the blocks. All blocks stackright-side-up and vertically with all other blocks. Due to the number 4block's lower right leg, all blocks are four units wide, allowing thenumber 4 block to be stacked on its side and still remain uniform inwidth with the other blocks. All blocks have a thickness of two units,allowing users to build within a unified set of measurements.

In one aspect, the present invention includes number blocks that areshaped and sized to stack as building blocks, in multipleconfigurations.

In another aspect, the width and depth of all number blocks are part ofa unified measurement system. For example, the number 4 block can bestacked on its side or right-side up to achieve a represented value andstacks in an interconnecting fashion with the number 6 block toreinforce base-ten combinations. In another example, the number 1 blockstacks perfectly with number 4 block to allow it to stand on its lowerright leg, aiding the vertical stacking theme. In yet another example,the number 9 block stacks atop the number 1 block to complete a base-tencombination.

The foregoing and other objects, features, and advantages of theinvention will become more apparent from the following detaileddescription, which proceeds with reference to the accompanying figureswherein the scale depicted is approximate.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a series of plan views showing the number 1 block laid on itsside, and number blocks 3 and 5 of a preferred embodiment according tothe present invention;

FIG. 2 is a side view of a number one block (FIG. 1) taken from thedirection of arrow (a) showing thickness of the blocks;

FIG. 3 are plan views showing number blocks 2, 4 and 6 of a preferredembodiment according to the present invention;

FIG. 4 are plan views showing number blocks 7, 8 and 9 of a preferredembodiment according to the present invention;

FIG. 5 are plan views showing a stacking arrangement of number blocks 2,3 and 5 next to a number 10 block;

FIG. 6 is a perspective view showing a stacking arrangement of numberblocks 2, 3 and 5;

FIGS. 7-16 are orthographic views of a preferred embodiment according tothe present invention wherein each figure corresponds to a number blockone through nine;

FIGS. 17 through 23 are orthographic views of objects corresponding tomathematical symbols used in basic arithmetic as well as number blockscorresponding to the numbers zero and ten.

FIGS. 24 through 26 are orthographic views of various number blocks of apreferred embodiment shown in relation to one another;

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

In the following description the term “number” refers to an “integer”i.e., the seven integer is the number seven “7.” The term “unit” and“base unit” are used interchangeably. For purposes of clarity, blocksrepresentative of a number are referred to using the Arabic numbersymbol, e.g., “the number 7 block”, while quantitative references oflength or width are referred to using the spelled number quantity, e.g.,“equivalent to two base units.” The term “symbol” refers either to anumeric symbol or calculative symbol. Unless otherwise explained, anytechnical terms used herein have the same meaning as commonly understoodby one of ordinary skill in the art to which this disclosure belongs.The number blocks have sides and two faces which can be thought of asthe readable sides. The singular terms “a”, “an”, and “the” includeplural referents unless the context clearly indicates otherwise.Similarly, the word “or” is intended to include “and” unless the contextclearly indicates otherwise. Although methods and materials similar orequivalent to those described herein can be used in the practice ortesting of this disclosure, suitable methods and materials are describedbelow. The term “comprises” means “includes.” All publications, patentapplications, patents, and other references mentioned herein areincorporated by reference in their entirety for all purposes. In case ofconflict, the present specification, including explanations of terms,will control. In addition, the materials, methods, and examples areillustrative only and not intended to be limiting.

Referring generally to FIGS. 1-26, a preferred embodiment of the presentinvention includes a series of stackable blocks that are proportional toone another; the base unit of length derived from the number one block.As shown in FIG. 7, a block representative of the Arabic numeral 1 has athickness 10 of two base units that it shares in common with theelements shown in FIGS. 7-26, comprising double the height 12 of FIG. 7.

With the exception of FIG. 22, width 11 of FIG. 7 is shared with FIGS.7-26. FIG. 8, which corresponds to the number 2 block possesses a height13 of two base units which is double the height value of 12 in FIG. 7, athickness 10 of two base units and a width 11 of four base units.

FIG. 9, which corresponds to the number 3 block possesses a height 14 ofthree base units which is triple the height value of 12 of FIG. 7, athickness 10 of two base units and a width 11 of four base units.

FIG. 10 which corresponds to the number 4 block has two heights, 15 and16, belonging to the left and right side of FIG. 10 respectively. Theleft height measurement 15 of four base units coincides with the exactwidth 11 of all numbers FIGS. 7-15, and is a height value four timesthat of 12. Right height measurement 16 is five base units. FIG. 10 alsohas thickness 10 equivalent to two base units, a general width 11 offour base units wherein the width 18 of the protruding leg of the number7 block is the equivalent of 1 base unit. Height 17, is also one baseunit.

FIG. 11, which corresponds to the number 5 block has a height 19 of fivebase units, a thickness 10 of two base units, and a width 11 of fourbase units.

FIG. 12, which corresponds to the number 6 block, has a height 21 of sixbase units, a thickness 10 of two base units, and a general width 11 offour base units. The upper right corner of the number element shown inFIG. 12, has a subtracted area 20 of one base unit that allows it tointerconnect with the number 4 block (FIG. 10) and maintain a uniformwidth between the two figures.

FIG. 13, which corresponds to the number 7 block, it has a height 22 of7 base units, a thickness of 2 base units, and a general width 11 of 4base units.

FIG. 14, corresponding to the number 8 block, it has a height 23 of 8base units, a thickness 10 of two units, and a width 11 of four units.

FIG. 15, corresponding to the number 9 block, it has a height 24 of nineunits, a thickness 10 of two units, and a width 11 of four units.

FIG. 16 corresponds to the number ten, has a height 35 of ten baseunits, a thickness 10 of two base units and a width 11 of four baseunits.

The bottom left corner of the element depicted in FIG. 15 has asubtracted area 20 of one unit that allows it to interconnect with thenumber 4 block and maintain a uniform width between the two figures.

FIGS. 17 and 18 correspond to the vertical slash in a not-equals symbol,and possess a diagonal length 25 of four and four fifths units, athickness 10 of two units, and a width 12 of one unit. FIG. 19corresponds to the symbols greater-than or less-than, and possesses aheight 27 of four units, a thickness 10 of two units and a horizontalwidth 11 of four units. FIG. 20 (orthographic-back view) and FIG. 21(orthographic-front view), correspond to the mathematical symbols, add,multiply, divide and percent, and possess a height and width 28 of fourbase units when measured along the cross sections. Width 29 and 31 ofeach cross section measures one base unit. The thickness of the verticalcross section is split midway through the element depicted in FIGS. 20and 21 where circular attachments one unit thick connect and produce thedivision symbol. These circular attachments depicted in FIG. 22, have adiameter 33 of four fifths of a base unit and a thickness of one baseunit.

FIG. 24 depicts a grouping of the number 4 and number 6 blocks, andillustrates how the number 4 block can be placed horizontally andstacked with the number 6 block to achieve the same height as when thenumber 4 block is stacked vertically and interconnectedly, on top of thenumber 6 block as shown in FIG. 25. Both FIG. 24 and FIG. 25 show howthe objects represented can be combined in their respective numeralpairs to match the height of the object representing the integer ten asshown in FIG. 26.

It should be understood that the drawings and detailed descriptionherein are to be regarded in an illustrative rather than a restrictivemanner, and are not intended to be limiting to the particular forms andexamples disclosed. Accordingly, it is intended that this disclosureencompass any further modifications, changes, rearrangements,substitutions, alternatives, design choices, and embodiments as would beappreciated by those of ordinary skill in the art having benefit of thisdisclosure, and falling within the spirit and scope of the followingclaims.

1. An educational system for conveying via play activity, the numericalrelationships of the base ten numerical system comprising: 1) a set ofstacking blocks, the set including stacking blocks representing Arabicnumbers from 1 to 10, each stacking block including a front face, a backface, a top end, a bottom end, a left side and a right side, wherein thestacking blocks are proportionally sized and shaped based on therelative numerical value of each number block in the set; 2) thestacking blocks are vertically and stably stackable one atop anotheragainst gravity and capable of staggered alignment with respect toadjacent stacking blocks to produce in aggregate a plurality ofstructures that provide ready visibility of the represented values ofthe separate stacking blocks and encourage reasoned or intuitivecomparisons of the relative values; 3) within the set including stackingblocks representing Arabic numbers from 1 to 10, a subset of stackingblocks representing Arabic numbers from 2 to 10, the subset of stackingblocks including a top end to bottom end height that is different foreach stacking block of the subset and a left side to right side widthwhich is uniform for each stacking block of the subset; and, 4) alongitudinal dimension of a stacking block representing the number 1 isthe same as the left side to right side width of each of the subset ofstacking blocks, and a transverse dimension of the stacking blockrepresenting the number 1 defines a base unit of proportion for thesubset of stacking blocks representing numbers from 2 to 10, the uniformwidth of each of the subset of stacking blocks representing numbers 2through 10 is equal to four base units.
 2. The system according to claim1, wherein the blocks are capable of stacking rightside-up andvertically with all other blocks.
 3. A process to convey conceptsrelated to the base ten system comprising the steps: 1) providing a setof blocks vertically stackable against gravity capable of staggeredalignment with respect to adjacent blocks, with each block having top tobottom length, left side to right side width and thickness includingblocks representing whole numbers and wherein number blocks 1-10 of theset of blocks are shaped and sized in proportion to their relativevalue, the set of blocks including a subset of stacking blocksrepresenting Arabic numbers from 2 to 10, the subset of stacking blocksincluding a top end to bottom end height that is different for eachstacking block of the subset and a left side to right side width whichis uniform for each stacking block of the subset; and wherein atransverse dimension of a first side of the stacking block of the set ofblocks representing the number 1 defines a base unit of proportion forthe subset of stacking blocks representing numbers from 2 to 10 and alongitudinal dimension of a stacking block representing the number 1 isthe same as the left side to right side width of each of the subset ofstacking blocks and the uniform width of each of the subset of stackingblocks representing numbers 2 through 10 is equal to four base units. 2)stacking the blocks to produce in aggregate a plurality ofthree-dimensional structures that permits visibility of the representedvalues of the separate blocks and encourages reasoned or intuitivecomparisons of the relative values.
 4. The process according to claim 3,wherein the number symbols are European-style Arabic numbers.
 5. Theprocess according to claim 3, wherein the blocks are capable of stackingrightside-up and vertically with all other blocks.
 6. The processaccording to claim 1, wherein all blocks are four base units wide,allowing the “4 block” to be stacked on its side.